Affichage de 1 - 9 of 9 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Recognition (Learning)
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Blanchette, I., & Dunbar, K. (2002). Representational change and analogy: How analogical inferences alter target representations. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p672–685.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.66%
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Dopkins, S., & Ngo, C. T. (2005). The role of recognition memory in anaphor identification. Journal of Memory and Language, 53(2), p. p186–203.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.03%
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Gernsbacher, M. A. (1984). Resolving 20 years of inconsistent interactions between lexical familiarity and orthography, concreteness, and polysemy. Journal of Experimental Psychology: General, 113(2), p. p256–281.
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Ajoutée par: Lynda Taabane
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Pop. 31.39%
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Jansen, A. R., Marriott, K., & Yelland, G. W. (2003). Comprehension of algebraic expressions by experienced users of mathematics. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 56(1), pp. 3–30.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.85%
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O’Brien, E. J., Duffy, S. A., & Myers, J. L. (1986). Anaphoric inference during reading. Journal of experimental psychology: Learning, Memory, and Cognition, 12(3), p. p346–352.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.2%
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Ross, B. H., Wang, R. F., Kramer, A. F., Simons, D. J., & Crowell, J. A. (2007). Action information from classification learning. Psychonomic Bulletin & Review, 14(3), p. p500–504.
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Ajoutée par: Lynda Taabane
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Pop. 28.92%
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Rouder, J. N., & Ratcliff, R. (2004). Comparing categorization models. Journal of Experimental Psychology: General, 133(1), p. p63–82.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.85%
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Sloutsky, V. M., & Fisher, A. V. (2004). Induction and categorization in young children: A similarity-based model. Journal of Experimental Psychology: General, 133(2), p. p166–188.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.57%
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Wiley, J., Mason, R. A., & Myers, J. L. (2001). Accessibility of potential referents following categorical anaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 27(5), p. p1238–1249.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.29%
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